The Victorian Age Webquest

The Victorian Age Webquest
Introduction (Queen Victoria…)

The task

After reading a common introduction to the Victorian Age, called the Scenario, you will have to work in pairs. Each pair of students will tackle one facet of the period. You will use the World Wide Web to retrieve information (see the online resources listed below), then you will have to create a presentation of the topic to the rest of the class, so that at the end of the activity the whole class will be able to answer the question “ Was it good or was it bad to live in the Victorian Age? “ with some depth.

Please take notice that what is asked for here is not a mere summary of the information you found in the Web, which is very detailed, but an overview of what in your opinion are the most significant features of what you found, with a great attention to the emotional response the information provokes in you. Hopefully, this response will create a definite impression on the rest of the class and contribute to the whole picture.
The Process
In this section you will find detailed instructions for the carrying-out of the actual task.

1. A. You will work in pairs. Each pair of students will have a Journal where, in turns, they will record what they do every time they meet. This Journal is not meant to be a mere list of things done or to be done. It is rather meant to provide a continuous “feedback” on the going-on activities. As I imagine it, it is colourful, full of comments, rejoicings and/or complaints. It should contain your emotions, as well as technical tips and suggestions for future quests. It might be a source of inspiration for the teacher, and of amusement for fellow students. Please be aware that the Journal will be assessed at the end of the Quest (see also the section on Evaluation).
2. B. As already stated, students are not requested to prepare a summary consisting of pasted information. Nevertheless, you should be aware of the what – who –where – when – how – why elements implicit in the topic you are studying. This is for the sake of the completeness and clarity of your future presentation. Have mercy on your class-mates who will be listening to your speech! They should be able to understand the basics of your topic, while hopefully you avoid cramming their minds with over-detailed information…
3. C. If, during your presentation, you mean to present pictures or photographs, remember that these are nearly always protected by copyright. Consider writing to the authors of the site you take them from, in order to get their permission to use them for educational purposes. They usually grant their permission without any problems. You should also acknowledge the authors of a site for any quotations.

Now, here are the topics for each pair of students: (to be decided together)

Group 1: London and Victorian Towns in general –
Group 2: Social Classes -
Group 3: The Industrial Revolution and Working Conditions. Child labour -
Group 4: The House, Furniture and Objects -
Group 5: The Family - Children and Education –
Group 6: Victoria’s Reign: Home affairs –
Group 7: Religion, Philosophy and Science –
Group 8: The Empire –

: London and Victorian Towns in general – Bellingeri- Papetti
Group 2: Social Classes – Asti -Garbagnoli
Group 3: The Industrial Revolution and Working Conditions. Child labour –Cantù – Di Giulio
Group 4: The House, Furniture and Objects – Catalano - Marcomini
Group 5: The Family - Children and Education – Tedeschi - Trabatti
Group 6: Victoria’s Reign: Home affairs – Quarantelli - Zanin
Group 7: Religion, Philosophy and Science – Cirillo, Bertoni, Elia
Group 8: The Empire – Dall’Asta - Lanati


VICTORIAN AGE – USEFUL SITES
The Victorian Web
http://www.victorianweb.org/

workers
http://pagesperso-orange.fr/college.saintebarbe/victoria/workers.htm

poverty
http://www.hiddenlives.org.uk/articles/poverty.html

portraits
http://pagesperso-orange.fr/college.saintebarbe/victoria/portraits.htm

children
http://pagesperso-orange.fr/college.saintebarbe/victoria/children.htm

empire
http://pagesperso-orange.fr/college.saintebarbe/victoria/empire.htm
Queen Victoria's life
http://pagesperso-orange.fr/college.saintebarbe/victoria/life.htm
Historical heritage
http://pagesperso-orange.fr/college.saintebarbe/victoria/heritage.htm
http://www.answers.com/topic/crystal-palace

crystal palace
http://www.victorianstation.com/palace.html

A Day At The Great Exhibition
http://www.vam.ac.uk/collections/periods_styles/19thcentury/great_ex/broadband.html

Victorian Britain
http://www.bbc.co.uk/history/trail/victorian_britain/




Student Daily Log for WebQuests
Name

Date	URL	Time in	Time out	Information

GRIGLIA DI VALUTAZIONE

	4-5	5.5-6.5	7-8	9-10	Voto
Contenuto	Errori storici grossolani, testimonianze incomplete o mancanti	Alcune inesattezze storiche; qualche prova di ciò che afferma	Correttezza storica, testimonianze comprovanti le affermazioni fatte	Storicamente corretto, completo, porta testimonianze significative, cita le fonti
Organizzazione	Privo di sequenza logica, non marca il testo con frasi chiave	C’è un unico titolo o frase chiave e la sequenza è confusa	La presentazione è marcata da qualche titolo o frase chiave. La sequenza logica è riconoscibile	Ogni sezione comincia con un titolo o frase chiave pertinenti e la sequenza è perfettamente logica
Lunghezza	La presentazione è breve e incompleta	La presentazione è troppo particola-reggiata e pesante da seguire	La presentazione è un po’ corta ma abba-stanza completa, o un po’ lunga ma interessante	Interessante e chiara, la presenta-zione non sfora i tempi previsti
Uso della tecnologia	Nessun uso della tecnologia	Uso molto limitato della tecnologia	Ampio uso della tecnologia, con qualche problema pratico	Uso molto efficace della tecnologia
Lessico	Inappropriato, il glossario non viene presentato	Abbastanza appropriato ma il glossario è presentato confu-samente prima della relazione	In gran parte appropria-to, glossario ben fatto ma incompleto	Appropriato; ottima introduzione lessicale prima della presentazione
Aspetto grafico	La presentazione è molto difficile da seguire	La presentazione è abbastanza difficile da seguire e capire	La presentazione è piuttosto facile da seguire	E’ facile leggere le informazioni e seguire la presentazione
Correttezza morfosintattica	Errori molto frequenti di grammatica, sintassi e ortografia	Qualche errore di grammatica, sintassi e ortografia	Solo uno o due errori di grammatica/sintassi e ortografia	Massima correttezza
				Totale

This is the kind of assessment you are already used to, and the elements I am going to take into consideration are the following:

	Beginning 4-5	Developing 5.5-6.5	Accomplished 7-8	Exemplary 9-10	Score
Focused Topic	Gross historical inaccuracies, incomplete or lack of evidence	Some historical inaccuracies, some evidence	Historically correct, good evidence	Historically correct, complete, good evidence, sources aknowledged
Well organized	Lacks topic sentences and has no logical sequence	Presentation has only one topic sentence and its sequence is confusing	Presentation includes some topic sentences and is somewhat sequential	Every section begins with a clearly stated topic sentence and the sections follow a logical sequence
Length	The presentation is short and incomplete	The presentation is too detailed and tiring to follow	The presentation is a bit short but fairly complete, or a bit long but interesting	Interesting and clear, the presentation does not exceed the allotted time
Use of technology	No use of technology	Technology is used only scantly	Wide use of technology, with some practical problems	Very effective use
Vocabulary	Inappropriate, lack of previous presentation	Mostly appropriate, presented confusedly before the presentation	Mostly appropriate, good –albeit incomplete – introduction before the presentation	Appropriate, excellent introduction before the presentation
Pronunciation and lay-out	Very difficult to follow	Mostly difficult to follow and understand	Mostly easy to understand	Easy to read and follow the information
Correct grammar and spelling	Very frequent grammar and/or spelling errors	A few grammar and/or spelling errors	Only one or two errors in spelling/grammar	All grammar and spelling are correct
				Total

Name __

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Contribute
Research & Gather Information	Does not collect any information that relates to the topic.	Collects very little information--some relates to the topic.	Collects some basic information--most relates to the topic.	Collects a great deal of information--all relates to the topic.
Share Information	Does not relay any information to teammates.	Relays very little information--some relates to the topic.	Relays some basic information--most relates to the topic.	Relays a great deal of information--all relates to the topic.
Be Punctual	Does not hand in any assignments.	Hands in most assignments late.	Hands in most assignments on time.	Hands in all assignments on time.
Take Responsibility
Fulfill Team Role's Duties	Does not perform any duties of assigned team role.	Performs very little duties.	Performs nearly all duties.	Performs all duties of assigned team role.
Participate in Science Conference	Does not speak during the science conference.	Either gives too little information or information which is irrelevant to topic.	Offers some information--most is relevant.	Offers a fair amount of important information--all is relevant.
Share Equally	Always relays on others to do the work.	Rarely does the assigned work--often needs reminding.	Usually does the assigned work--rarely needs reminding.	Always does the assigned work without having to be reminded.
Value Others' Viewpoints
Listen to Other Teammates	Is always talking--never allows anyone else to speak.	Usually doing most of the talking--rarely allows others to speak.	Listens, but sometimes talks too much.	Listens and speaks a fair amount.
Cooperate with Teammates	Usually argues with teammates.	Sometimes argues.	Rarely argues.	Never argues with teammates.
Make Fair Decisions	Usually wants to have things their way.	Often sides with friends instead of considering all views.	Usually considers all views.	Always helps team to reach a fair decision.
				Total